Unit : 2 Industrialization/ Frontier Dates: 9.9 – 9.26 Class Periods: 6 Class Periods

Standards/Benchmarks: SS.912.A.2.7- Review the Native American experience. Remarks/Examples: Examples may include, but are not limited to, westward expansion, reservation system, the Dawes Act, Wounded Knee Massacre, Sand Creek Massacre, Battle of Little Big Horn, Indian Schools, government involvement in the killing of the buffalo. SS.912.A.3.1 - Analyze the economic challenges to American farmers and farmers’ responses to these challenges in the mid to late 1800s Remarks/Examples: Examples may include, but are not limited to, creation of agricultural colleges, Morrill Land Grant Act, gold standard and Bimetallism, the creation of the Populist Party. SS.912.A.3.2 - Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century. SS.912.A.3.3 - Compare the First and Second Industrial Revolutions in the United States. Remarks/Examples: Examples may include, but are not limited to, trade, and development of new industries. SS.912.A.3.4 - Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy. Remarks/Examples: Examples may include, but are not limited to, railroads, the telegraph, pools, holding companies, trusts, corporations, contributed to westward expansion, expansion of trade and development of new industries, vertical and horizontal integration. SS.912.A.3.5 - Identify significant inventors of the Industrial Revolution, including African Americans and women Remarks/Examples: Examples may include, but are not limited to, Lewis Howard Latimer, Jan E. Matzeliger, Sarah E. Goode, Granville T. Woods, Alexander Graham Bell, Thomas Edison, George Pullman, Henry Ford, Orville and Wilbur Wright, Elijah McCoy, Garrett Morgan, Madame C.J. Walker, George Westinghouse. SS.912.A.3.6 - Analyze changes that occurred as the United States shifted from agrarian to an industrial society. Remarks/Examples: Examples may include, but are not limited to, Social Darwinism, laissez-faire, government regulations of food and drugs, migration to cities, urbanization, changes to the family structure, Ellis Island, angel Island, push-pull factors.

	SS.912.A.3.8 - Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor). SS.912.A.3.9 - Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries. Remarks/Examples: Examples may include, but are not limited to, unions, Knights of Labor, American Federation of Labor, socialist Party, labor laws. SS.912.A.3.10 - Review different economic and philosophic ideologies. Remarks/Examples: Economic examples may include, but are not limited to, market economy, mixed economy, planned economy and philosophic examples are capitalism, socialism, communism, anarchy. 3 Subtopic Lessons: A. Western Expansion & Agricultural Impact on Economy B. Social, Political, & Economic Aspects of the Second Industrial Revolution C. Social Reform & Labor Movement
Unit Overview: In 1850, America was still predominantly a land of farms, villages, and small businesses and fewer than 1 million people were employed in mill and factories. The nation’s annual output of manufactured goods amounted to only 1 billion dollars. The development of the textile industry in New England after 1815 leading to a Market Revolution (1815-1845) contributing to early industrialism where most of the labor in these days was done by women and children working under harsh and unsafe conditions. The second half of the 19th century was a period of great industrial growth for the United States stimulated by the Civil War’s demand for weapons, war supplies, farm equipment, and machinery of all kinds. After the war, the extension of railway networks and the development of the nation’s coal, iron, lumber, petroleum, oil, and water resources brought industrialization to the Midwest, and then the Far West and the South, changing the economic condition for American society forever.		Progress Monitoring: • Students will take a teacher-prepared assessment from the online textbook or other sources that provide a formative look into the knowledge of their students. Teacher may opt to have students complete a written response to the essential question in essay format as an evaluative measure for overall learning of the unit. • Teachers may contact your assigned district specialist, if necessary, for support creating progress monitoring instruments.
Evidence of Learning: Developing Student creates a flow chart depicting the issues resulting in the creation of the Populist Party. Once the chart is completed, student will then write an essay explaining the series of		Main Resources: Textbook : McGraw Hill: The Florida United States History & Geography: Modern Times, 2013
events in essay form. OR Student creates a poster depicting life on the Great Plains (different territories by group) and economic conditions farmers were faced with. Achieving 1. Student writes a front page newspaper article describing the impact of assimilation on Native Americans. OR 2. Student will annotate and create a political cartoon analyzing the effects of the Second Industrial revolution on American society. Excelling Along with the developing and achieving task, student creates political cartoon that depicts and illustrates the influence of populist ideology on American political traditions and culture.		Chapter 2 , Lessons 1-3, (pages 71-88) Chapter 3 , Lessons:1-3 (pages 92-103) Chapter 3, Lesson 4 : Unions. (Pages 104-109) Gateway to U.S. History (Jarrett and Yahng, 2014) Chapter 3: "Go West"! (pages 41-55) Chapter 4: "The Triumph of Industry" (pages 59-80) Chapter 5: "The Labor Movement", (Pages 81-94)